Metacognitive responsiveness is an individual's sensitivity to metacognitive experiences, awareness, and importance of metacognition, and thus can be helpful in terms of finding out the different levels of metacognitive competencies. This study aims to investigate whether and how different components of metacognition predict metacognitive responsiveness if at all. The first instrument used in this study is the "Metacognitive Awareness Inventory" (MAI) by Schraw and Dennison (1994) to assess the metacognitive awareness levels of students. The second instrument used in this study is the "Awareness of Independent Learning Inventory" (AILI) by Meijer et al. (2013) to assess the metacognitive responsiveness of the students. In this regard, the items covering the metacognitive responsiveness subcomponent ([alpha]=0.77) were utilized in this study. Multiple linear regression analysis confirmed metacognitive components predicted metacognitive responsiveness, and predictor variables (MK and MR) explained 23% of the variation of MRS. Metacognitive regulation (MR) explained 49% of the variation of MRS. Findings might suggest that when a person is metacognitively responsive, they may be stimulated by an internal or external factor that requires them to regulate their cognitive activity. In this sense, a potential implication pertains to using stimuli to activate individuals' metacognitive regulation; that is, there is a need to awoke a meaningful purpose to engage in planning, monitoring and controlling, and evaluating their cognition. For this, materials that appeal to learners need identification. As each individual may bring diverse characteristics, both research and classroom practices should recognize individuals' differences and tendencies in developing metacognitive competencies. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 280-288.]